Intertidal Research

Unit Resources:

    • Quizlet vocabulary study cards

      • This tool is here to help you understand this unit. But you can also earn extra credit by taking an optional quiz over these terms. You can find the card deck on Quizlet.

    • Warm-up slides

    • Learning Objectives for this unit

    • Standards for this unit

    • Google classroom code: zu6r2n9


Unit Lessons:

1. Introduction to Oregon Intertidal Ecology

Learning Objectives: I am familiar with key concepts of ecology and organismal biology in the context of Oregon Intertidal Zones.

Opening

Science is a process NOT a body of knowledge

Activity

Closing

    • Remember about the upcoming field trip and start thinking about your research project

2. Introduction to the Research Project

Pre-Assessment

Jigsaw/Opening

Brainstorm

    • Brainstorm variables in a tidepool as a class.

Research Project

    • Go over project guidelines.

    • Handout project outline (to be filled out).

    • Work in your group to come up with a TESTABLE research question. Start filling out the outline.

Closing

    • Remind timeline: 3 in class work days to design your experiment

Other Resources

Good review of tide pool zones found here

Learning Objectives: I can describe the key concepts of Oregon’s Intertidal Zones using appropriate/scientific vocabulary.

3. Frame the Research Question **

Learning Objectives:

I can identify and design a testable research question.

I can identify and design a hypothesis.

I can read and understand relevant scientific literature.

Opening (I do):

    • Define research question and hypothesis.

Activity (we do):

    • Read the annotated primary research article in your groups.

    • In your group decide: What is the research question in the article? What is the authors' hypothesis?

    • Share out with class.

    • Please submit via Google classroom code: zu6r2n9

Activity (you do):

    1. Remember the brainstormed variables

    2. Do background research if needed.

    3. Within your group finalize your research question.

      • Your question/experiment must

        • be answerable in one trip.

        • collect enough data to create a table/graph/chart.

        • be repeatable.

      • Tip: Limit your variables! So you can actually answer your question

    4. Write down your research question and get it approved.

      • Please submit via Google classroom code: zu6r2n9

Closing

    • Begin to design your experiment.

    • Remember: Only two more workdays!

4. Research Design Day**

Opening (I do):

    • Dependent and independent and control variables

    • Experimental and control groups

Activity (we do)

      • Read the annotated primary research article in your groups.

      • In your group decide: What were the variables? Independent variable? Dependent variable? Control Variables?

      • Share out with class.

Activity (you do)

    • Complete your research design, make sure you identify all your variables! Make a list.

    • Begin to list all equipment needed

Homework

    • Begin to look for a graph or chart or data visualization thing, we will use these after our trip.

Learning Objectives:

I can identify all independent, dependent variables in my experiment.

I can read and understand relevant scientific literature.

5. Get Your Stuff Together

Learning Objectives:

I know what I need to Monday's outing.

I have everything prepared for my experiment, including data sheets, and have tested my equipment.

Pre-survey about Discussions

Lecture (I do):

    • What we are looking for with graphs and charts, X/Y axis, legends, titles, etc.

Activity (we do)

    • Read the annotated primary research article in your groups.

    • In your group decide: How did they present their data? What story does the data tell? Did it support or refute their hypothesis?

    • Share out with class.

Activity (you do)

    • Design and print data collection sheets (if needed)

    • Test/make any equipment needed

Closing

    • Remind about trip logistics

    • Remember: By Tuesday you need to bring a graph or chart in to class.

6. Work Day /Practice Run

Dry (wet?) run your experiment

Write down step by step what you will do on Monday

Make a list of all supplies

Gather and test ALL supplies

7. Field Trip: Tidepools (Research) / NOAA

Learning Objectives:

I can collect data in a reliable, repeatable way, and safe manner.

I can apply the scientific method to answer biological questions.

Reminders

    • Make sure your permission slips are in!

    • Dress appropriately: wear water-friendly shoes and jackets/layers

    • Make sure you are on time

HOMEWORK

    • Bring a graph or chart to our next class that you found. This can be on anything. Sports, medicine, fashion, economy, etc.

8. Work on Data : Calculations / Presentation **

Think/pair/share

    • Share with your partner to charts or graphs you brought in. What story is it telling?

Short-Lesson on Graphs (I do)

    • Are all graphs the same?

    • What are some shared components?

    • What did you like/not-like about the graphs you discussed?

Activity (we do)

    • Read the annotated primary research article in your groups.

    • In your group decide: What did the authors conclude? Did their data support or refute their hypothesis.

    • Share out with class.

Activity (you do)

    • Compile your data and start to figure out the story.

    • Create at least one graph AND chart.

    • Does your data support or refute their hypothesis?

Closing

    • This is often the hardest part, if you need help come visit me. I don't expect this to be easy, but I know you can do it. So come talk to me.

    • Show my real-life conference poster. I will leave it up for next class period for reference.

Learning Objectives:

I can organize and present scientific data (including graphical data).

I understand how to use data/evidence to support a conclusion.

I can read and understand relevant scientific literature.

9. Finish Work on Lab Report / Finish Presentation

Learning Objectives: I can personally use data/evidence to support my conclusion.

Opening (I do):

    • Making a conclusion...figure out your story. Science is just stories with numbers.

    • Support with evidence sentence frames handout about conclusions.

    • Introduction sentence frames.

    • Make sure to include in your writeup:

      • Caveats

      • HOW can you improve next time.

      • And to suggest a future experiment

Activity (you do):

    • Finish your presentation with all components.

Closing

    • Tips and tricks.

      • Show don't tell with your data.

      • Bullet point.

      • Double check the grading rubric: Do you have all the components? Are they in order?

    • How can you improve next time?

      • I am looking for this kind of critical/higher-order thinking.

10-14. Present Intertidal Research Report***

Time to show off!

    • We will be taking turns presenting our research and write-ups to the class.

    • I anticipate this will take 4-5 days

    • I will be grading using this grading rubric

Activity

    • Listen respectfully as your fellow classmates present their work.

    • Try to identify their dependent and independent variables.

    • •Did they have a clear hypothesis?

    • •Do you think you could replicate their work? (Are their methods clear?)

Exit-Survey

    • Please complete this exit survey

      • This survey tells me how successful this unit was. It helps me create a better class next time. Thank you.

Learning Objectives:

I can organize and present scientific data (including graphical data).

I can discuss data in a manner understandable to both scientists and laypersons.

I can write clearly and concisely in a scientific format.

I can support my reasoning with evidence.